Early L2 Reading Growth Trajectories in Language-Minority Students: The Moderating Effect of L2 Proficiency on Cross-Language Influence

• In Event: 16.053 - Research in Reading and Literacy SIG II

Abstract

Using longitudinal data on a nationally representative sample of Spanish-speaking language-minority (LM) students in the U.S. schools, the present study examined the moderating effect of English (L2) proficiency on the relation between early Spanish (L1) reading and English reading growth between kindergarten and first grade. The results of latent growth curve models indicated that LM learners with higher levels of Spanish reading at kindergarten entry attained higher levels of English reading and demonstrated a significantly faster rate of change over time. However, the positive effect of Spanish reading was more significant for those with higher English proficiency. Findings suggest the need for intensive interventions for LM students who arrive in kindergarten with poor L1 reading skills and low English proficiency.

Author

• Jackie Eunjung Relyea, University of Houston